Oregon State University

College of Business

Honor System

-Term Paper-

Hallie Exall & Tessa McGill

Professor LeavittMGMT 459: Managing Ethics and Corporate Social Responsibility

Section 001June 06, 2014

ContentsIntroduction......................................................................................................................................2

Section One: Business Schools and Best Practice...........................................................................2

Notre Dame: Mendoza College of Business................................................................................2

Overview..................................................................................................................................2

School Practices......................................................................................................................3

The University of Texas at Austin: McCombs School of Business............................................3

Overview..................................................................................................................................3

School Practices......................................................................................................................4

University of Oregon: Lundquist College of Business................................................................4

Overview..................................................................................................................................4

School Practices......................................................................................................................5

University of Arizona: Eller College of Management.................................................................5

Overview..................................................................................................................................5

School Practices......................................................................................................................6

Empty Practices...........................................................................................................................6

Best Practices...............................................................................................................................7

Section Two: Faculty, Student, and Potential Employer Input.......................................................8

Student Input................................................................................................................................8

Faculty Input................................................................................................................................9

Potential Employer’s Input..........................................................................................................9

Section Three: Components of Honor Code and Best Practices...................................................10

Students......................................................................................................................................10

Faculty.......................................................................................................................................12

Curriculum and University Based.............................................................................................14

Overall Best Practices...............................................................................................................16

Conclusion.....................................................................................................................................17

Appendix........................................................................................................................................18

Resources.......................................................................................................................................19

Endnotes........................................................................................................................................22

Introduction

Oregon State University’s College of Business has entered into a time where faculty,

administration, students, and professionals are questioning the current honor system. In order to

increase the credibility and reputation of the College of Business, we have formulated an honor

system to be implemented within the next year. This system comprises faculty, student, and

professional input, while drawing from other school’s practices and theoretical concepts. With

this honor system in place, the value of degrees given from the College of Business at Oregon

State University will increase, and students will be more prepared to enter the professional

world.

Section One: Business Schools and Best Practice

Notre Dame: Mendoza College of Business

Overview

        Reverend Edward Sorin started Notre Dame in 1842.1 It is a private, Catholic college, and

today, 172 years later, Notre Dame’s Mendoza College of Business is ranked the best undergrad

business school for the fifth straight year in a row, according to Bloomberg BusinessWeek.2

Notre Dame’s Mendoza College of Business’ mission statement is, “To build a premier Catholic

business school that fosters academic excellence, professional effectiveness and personal

accountability in a context that strives to be faithful to the ideals of community, human

development and individual integrity.”3

School Practices

        The University of Notre Dame has three leading values that are dispersed throughout the

college. These three values are, honesty, integrity, and honor.4 It is mandatory for all students to

read, and also sign, an Academic Code of Honor for the Mendoza College of Business Graduate

program. It is easy to read and summarizes both the expectations of the students, and also the

procedures that follow when expectations are not met. Many faculty at Notre Dame Mendoza

College of Business continuously remind their students of the code of honor through the use of

their course syllabus. Not only does the code of honor include students living up to the core

values of the college, but it also includes the faculty and staffs’ responsibility and expectations.5

Including the faculty helps to further create a cohesive community working towards the same

goal of honesty, integrity, and honor.

        In the mission statement for the Mendoza College of Business, Management Department,

they say, “We place particular emphasis on moral decision making within the context of rapid

change and increased competition.”6 The Mendoza College of Business also has a Center for

Ethical Leadership, Notre Dame Deloitte Center for Ethical Leadership, which is used as a center

for ethics research.7

The University of Texas at Austin: McCombs School of Business

Overview

        The University of Texas at Austin was opened in 1883.8 Today, 131 years later, it is

ranked sixth on the list of the best undergraduate business schools, according to Bloomberg

BusinessWeek.9 The University of Texas at Austin combines their mission, core purpose, and

honor code into one. Their student honor code is, “As a student of The University of Texas at

Austin, I shall abide by the core values of the University and uphold academic integrity.”10

School Practices

        The University of Texas at Austin has a code of conduct for all to follow, “The core

values of The University of Texas at Austin are learning, discovery, freedom, leadership,

individual opportunity, and responsibility. Each member of the university is expected to uphold

these values through integrity, honesty, trust, fairness, and respect toward peers and

community.”11 The students and faculty in McCombs School of Business work together to keep

their reputation of having a high level of excellence throughout the college by allowing no room

for academic dishonesty whatsoever.

McCombs School of Business has a Code of Ethics that details the students’

responsibilities, faculty responsibilities, and also gives a definition of scholastic dishonesty for

all to see.12 The first of four outlined responsibilities expected of students is that they must

understand the definition of scholastic dishonesty.13 This gives students a detailed explanation of

what is and is not allowed and expected of them. The faculty has five outlined responsibilities,

but it is not mandatory that these responsibilities are met in order for students to behavior

ethically, which is important to mention so students do not just blame their unethical behavior on

their perceptions of their professors acting unethically.14  The University of Texas at Austin

makes it clear that each individual involved in the McCombs School of Business is responsible

to uphold a high level of academic integrity and avoid any temptations they may face.

University of Oregon: Lundquist College of Business

Overview

The University of Oregon was established in 1876. Today, 138 years later, it is ranked 121st on

the list of best undergraduate business schools, according to Bloomberg BusinessWeek.15

Lundquist College of Business is part of the state’s flagship AAU University and their mission

for undergraduate education is, “Provide outstanding undergraduate education that combines a

strong foundation in the liberal arts, excellence in traditional business disciplines, and

experiential opportunities drawing on the strengths of Oregon’s distinctive qualities.”16

School Practices

        The University of Oregon Lundquist College of Business has “taught its students the

critical skills they need to think for themselves, to be leaders in a dynamic world, and to make

better decisions on behalf of the people and resources they manage.”17 The Lundquist College of

Business has a Code of Professional Business Conduct and also places a large responsibility on

faculty of the college to grade students in a way that will benefit them and society as well. The

Code of Professional Business Conduct defines how those involved in Lundquist College of

Business should act, and what it means to act like a professional. The five core values that are

defined include, integrity, respect, openness, responsibility, and teamwork.18 There is not any

information readily available to see what the repercussions are to any type of academic

dishonesty within the college.

University of Arizona: Eller College of Management

Overview

        The University of Arizona was founded in 1885. Today, 129 years later, it is ranked 71st

on the list of best undergraduate business schools, according to Bloomberg BusinessWeek.19 The

Eller College of Management’s mission statement is, “The Eller College of Management’s

Undergraduate Program is committed to building and maintaining working relationships with our

students, faculty, recruiters, alumni, and volunteers predicted on mutual respect and

responsibility. We strive to nurture student success through innovation and value-added

personalized programs. The following core competencies are emphasized within our program:

knowledge, skills, ethical behavior, positive attitude, and creativity.”20

School Practices

        The Eller College of Management not only has a mission statement that includes

emphasizing ethical behavior, it also has goals on how to reach their mission. These goals

include, curriculum, community, career, character, academic advising, globalization, diversity,

leadership, and talent.21 The College also has a Center for Leadership Ethics where “…scholars

with diverse interest pertaining to leadership ethics who are committed to improving the ethical

culture of organization. The Center rests on the three pillars of research, education, and

outreach.”22

        The Eller College of Management has policies and codes, including a voluntary oath for

students in the college, codes of conduct and integrity, and guidelines that outline the

disciplinary action that will take place in cases of academic dishonesty.23 There are also student

guides that outline life in the Eller College of Management, tips for success, different types of

academic dishonesty, and gives them a list of helpful resources and where to access them.24 The

Eller College of Management also has a “GoodCat Hotline” where students have the ease,

anonymity, and power to report any kind of questionable behaviors, misconduct, or any other

concerns regarding academic integrity, honesty, and other ethical behavior.25 It is an online

process that is all done through an independent third party to ensure that the individual will

remain anonymous if that is what they want.

Empty Practices

After researching the four colleges above, it seems that there are a couple empty

practices, as with most institutions. The Lundquist College of Business at the University of

Oregon has a Code of Professional Business Conduct, but there is no core value, besides

integrity, that deals directly with acting ethically and upholding a higher standard for the college.

This Code of Professional Business Conduct is an empty practice because it does not give well

defined and outlined guidelines and procedures on how to act within the college. The Eller

College of Management at the University of Arizona has a voluntary oath for students within the

college. Since it is voluntary, there is no binding contract the students are tied too. Since there is

nothing binding students to the oath, it is an empty practice.

Best Practices

In order to create a well-structured honor code and system for maintaining ethical

behavior, there must be sold practices in place and upheld by everyone within the college.

Mendoza College of Business at Notre Dame has a code of honor that outlines and details what

is expected of students, and what the procedures are if they code of honor is not followed.

Students must read, understand, and sign the code of honor, which creates a binding contract

between the student and the college’s code of honor. McCombs School of Business at The

University of Texas at Austin has a code of ethics that outlines expectations and repercussions,

as well as include the faculty’s roles and expectations. Everyone involved in the college is held

to a higher ethical standard, and each individual is responsible for doing this. The Eller College

of Management at the University of Arizona has a “GoodCat Hotline” where a third party takes

in reports of complaints regarding questionable behaviors, misconduct, or any other concerns

regarding academic integrity, honesty, and other ethical behavior. This is a best practice because

students are able to remain anonymous, and are therefore more likely to be a whistleblower.

Section Two: Faculty, Student, and Potential Employer Input

After interviewing three students from the College of Business, Dean Ilene Kleinsorge,

and a prospective employer of OSU graduates, we formulated input and a set of perspectives that

can be used to help us understand what components need to be implemented into our new honor

code system.

Student Input

The three students had similarities in their perspectives, and also some key differences

that we will highlight in this section. The first similarity, all the students were unaware of the

current honor code, and agree that if students are not aware of it, then nothing will get done to

highlight our policy on ethics. The second similarity, each of the students agreed the professors

are liable to uphold the honor code and to act in a way that models ethical behavior. The third

similarity, each student identifies that the major ethical issues in the College of Business involve

some sort of cheating and sharing of information that can give others an unfair advantage. This

has to do with the concept of fairness: if one person thinks that they are not being treated fairly

then they will retaliate or feel negatively about the processes in place that should prevent this

type of behavior.                                                                    

Students experience cheating first-hand through observing others doing this during

exams, or even outside of the classroom. The reason most of the students we interviewed gave

for not wanting to ‘whistle blow’ for extra credit is because they feel that people should be held

accountable for themselves and that these extrinsic rewards could diminish the value of the honor

system in place. This is one issue that the new honor code system should seek to resolve. We

also believe that too often, students only view ethics as cheating, rather than including the

respect and responsibility aspects. This too will be integrated into the new system.

Faculty Input

After interviewing Dean Kleinsorge, we gained valuable insight towards what her

perspective is on what is currently lacking in the honor code system, ways to inform students,

and how to create an ethical culture. The main issues she observes in the College of Business

honor code system is that the students did not see the ethical values as an integral part of who

they are, and the repercussions resulting from unethical behavior while they are in college. She

believes that cheating, disrespecting others, and behaving irresponsibly are the major underlying

issues with the current honor code system. She has spoken to many students as she prepares to

implement the new honor system, and has heard from a student perspective what they think the

major ethical issues are. She has also spoken to College of Business graduates about a time that

they behaved unethically while at Oregon State. These facts show that, for the best interest of the

students, an ethical culture focusing on integrity, respect, and responsibility must be ingrained in

the new College of Business’ honor code system.

Potential Employer’s Input

Lastly, we interviewed a potential employer, Lynn, from Technology Across the

Curriculum, which is a department dedicated to improving the technology and learning

management system here at Oregon State. Lynn employs students in this department, and has

great insight towards the challenges students face in regards to ethics. She said that students need

more help and information regarding plagiarism and how to avoid it, and that it can become an

ethical concern when other students and instructors are negatively impacted. She also believes

that it can have indirect effects on others who do the work in that it may undervalue our

educational system and degrees. She also mentioned that out of the students she knows and

works with, they are very motivated, honest, and aware. The few that do behave unethically are

the ones that attract the most attention. When asking her if a strong culture of ethics could have a

positive influence on the students, she said that it would depend on how well the culture is

supported and maintained throughout the student’s academic career, and that a “carrot and stick”

approach may be needed to promote positive behavior and discourage the negative behavior.

This means the honor code would need to be reinforced throughout the university staff,

instructors, and curriculum with a heavy presence so that it does not get lost among other

numerous priorities.

Section Three: Components of Honor Code and Best Practices

Students

Students are the main focus of the honor code, and also the best practices. In order for

students to do the best they can to uphold the expectations laid out in the honor code, they must

have a clear and well detailed honor code that explains what is expected of them, and what the

repercussions and procedures are in cases where they participate in unethical behavior. To make

the honor code known to students, the College of Business at Oregon State University needs to

create a packet with the honor code system detailed in it, have the students read and sign the

packet, and then return it to their department before being allowed to begin classes.

Notre Dame has a practice in place like this where their honor code system, including

expectations of students and faculty, repercussions and procedures for dealing with unethical

behavior, are outlined in these packets that students must sign and return. This creates a more

binding agreement, and the students are no longer anonymous. Creating a packet like this will

give the honor code higher moral intensity, bring about a higher moral attentiveness, which are

all drivers for higher ethical awareness. Along with the idea of this packet, students should also

have to take a quiz all about the honor code within the college in order to be allowed to register

for classes. There can be an academic hold placed on their account if they do not take the quiz, or

do not pass with at least an 80%. This forces students to review the honor code and re-associate

themselves with the rules and regulations put in place.

There should also be a sheet, like the one in the appendix, to be signed before the

beginning of each exam in all classes within the College of Business. This sheet promotes the

honor code system, and reminds students of the higher standard they are expected to perform at.

Reminding students of this higher ethical standard will help them live up to that standard, and

also give them no excuse about not knowing what is expected of them. All classes will use the

same sheet, thus making it uniform and a normative paradigm thought all majors within the

college.

A great practice of the Eller College of Management at the University of Arizona should

also be brought to OSU. They have a “GoodCat” hotline where students can go online and

whistle blow to any type of unethical behavior they have witnessed or any other concerns they

may have, and remain anonymous. The anonymity of the process creates a higher likelihood that

people will whistle blow about things they see taking place. An anonymous hotline like this

would give students the ability to self-regulate themselves without giving up their identity. They

would feel better about themselves because they voiced their concerns, but they are still

protected because no one will know it was them that reported the poor behavior.

Involving the students in fun and creative outlets that pertain to the honor code is

important. Students need to be aware, keyed in, and willing to promote the honor code in order

for it to be effective. Putting together creative outlets for students such as an honors code slogan

or poster competition with prizes, awards, and recognition for the top five or so slogans is a great

way to include the student body. These slogans and posters can be displayed in Austin Hall for

everyone to see. Not only does it give recognition and create a more binding relationship

between the honors code and the students, it also raise awareness a little more through what the

slogans and posters portray.

With all the research out there on how different things in the environment affect how

ethical people are, the College of Business should do students a favor and prep them for success.,

success in this situation being conducting themselves ethically. To prep students to act ethically,

a watermark of the three aspects of the College of Business honor code should be on all papers

and websites the honor code is written on, and also on tests given in all of the College of

Business classes. Making sure the rooms are clean smelling and have bright lighting may seem

like small, petty things, but in the bigger picture, they do play a significant role. Making sure the

environment is prepped as well as possible is the College of Business’ responsibility to all of its

students.

Faculty

We believe that the faculty should support the honors system in a majority of ways in

order for the students to fully understand the importance of it. Students interact with faculty

every day, and the honor code system should be seamlessly integrated into these interactions.

One thing that could be done is to have Ilene Kleinsorge focus the Dean’s Distinguished Lecture

series on the new honor code’s three core values: Integrity, Respect, and Responsibility. Each

term, she could select one of these values and bring a professional in to speak about their

experiences with a time that they dealt with that value. An example would be to focus a lecture

on integrity, where the professional would explain about a situation in which an employee was

not acting with integrity, and his or her response to the situation, with an application for us as

students. This would be a great way to incorporate outside people who have experience in the

business world, with students. It would also communicate the importance of having a strong

honor code system.

Another thing the Dean could implement is a lecture for all students accepted into Pro-

school. During the start of the term they are in pro-school, Ilene could give them an acceptance

speech, and talk about the honor system. While doing so, she could mention the fact that

unethical behavior now can decrease the value of their degrees later. This will hopefully increase

the ethical awareness of the situation, and will show the students how small acts of unethical

behavior can negatively impact them down the road. We believe that by doing so, ethics will be

at fresh in students’ minds once starting classes, and will give them more of a direct reason to act

with integrity, respect, and responsibility. One other small thing that the faculty could do to

communicate the importance of the honor system is to have the three core values at the end of

every email. This would remind both the students and faculty of the values indirectly.

With Austin Hall ready for students in Fall 2014, there will be many small rooms for

discussion, focus groups, etc. One of these rooms could be an area for faculty and student

meetings and discussions. Every few weeks, one of the faculty members or a student could be

responsible for hosting a “Coffee Hour Discussion” about some type of ethical issue in the

College of Business. This would both involve the students and faculty more, and give them an

area to vent their concerns and have a voice. Each week would be a different topic, and could

consist of activities and brainstorming sessions regarding the new honor code system. We

believe that this would be especially important to do during the first year of implementation,

because there will be many “bumps” along the way.

By setting time aside with regular meetings, faculty and students would be able to show their

support for the new honor system, and would also be able to use what they have learned from

these discussions, in class.

When speaking to the students, we gained feedback concerning the repetition of stating

the honor code at the beginning of every class. Instead of doing this, faculty could speak about

what the honor system means to them, and a personal experience when the honor system had

some influence on the situation. This would be a dynamic and effective way of engaging

students, while showing them the support from the faulty on the honor system.

At about the middle of the term, around midterms, professors should give feedback to

each student on how they are doing in class, their level of engagement, ethical behavior, etc. This

channel of communication is important for supporting the honor system in that speaking to the

professor will give the student the opportunity to ask more questions and gain feedback on any

ethical issues that have arrived, while having time during the rest of the term to correct that

issue.26  Finally, there should be consistency among faculty expectations throughout the whole

year, and the entire College of Business. This would give the students a feeling that there is

strong procedural justice in the system, and that everyone is upheld to the same standards.27

Curriculum and University Based

It is very important for the University and College of Business curriculum to be unified in

working towards the same goal, having a better honor system integrated and upheld among all

students. This honor system needs to be applied consistently and uniformly throughout all classes

in order to make it the expectation for all students during their time here at Oregon State, and in

their lives after college. The communication and expectations need to be applied both

consistently and uniformly.28 To further integrate a unified curriculum, there should be a basic

ethics class that is required as one of the Baccalaureate Core classes. This should at least be a

Bacc Core class for the College of Business, but to make an even more unified student body, it

should be mandatory for all colleges at Oregon State. Requiring a basic ethics class sets a

standard and foundation for everyone to follow and build off of, and creates an awareness of just

how prevalent ethics and morals are in our day-to-day lives.  

Another thing that could be incorporated into the College of Business is to have

workshops on plagiarism, cheating, respect, and other things that students can improve upon to

support the honor system. These workshops could be provided as extra credit opportunities for

classes, and may be offered once each term. This would allow the faculty to engage the students

in something more tangible, while allowing them the opportunity to learn and grow. This would

be a positive thing because if a student is caught plagiarizing, the College of Business would

have evidence to show that it was not because they were uninformed.

One thing these events need to focus on is the fact that unethical behavior is not just

cheating. When focusing on conveying a message related to the honor system, the respect and

responsibility aspects must be given appropriate weight.  The College of Business honor code is

also about how students treat each other, treat their professors, and the responsibility of coming

prepared to class and acting appropriately. In the lectures, workshops, and student-engaging

material, all three aspects must be mentioned to show the importance of integrating these aspects

into the student’s demeanor.

It is also important to have the honor code easily accessible on the college’s website. All

students we interviewed had no idea what the honor code was, and some said they were not able

to easily find it on Oregon State’s website. Most other colleges we researched had their ethics

code, honor code, or code of conduct easily accessible by putting it as another tab on the

college’s home page. By placing a tab that is strictly the honor code system on the homepage, it

raises awareness among all who visit the page, and also makes it easy to find and reference.

One of the most prevalent factors when researching other top business school programs

nationwide was that they all had a formal name for their business college: Mendoza College of

Business, McCombs School of Business, Lundquist College of Business, and Eller College of

Management. Currently Oregon State University business program is just the College of

Business. With so many different majors and tracks within the College of Business, there is a

very fragmented idea of what the goal is for the college, and also business in general. By giving

the current College of Business at Oregon State a name, such as Austin College of Business, it

sets a foundation for creating a normative paradigm throughout all majors and tracks.

Overall Best Practices

Overall, faculty and university-wide communication about the honor system needs to be

extremely clear and consistent in order to be effective.29 Mixed messages, including

inconsistency in actions among faculty, will only decrease the value of the honor code and

ethical culture that the College of Business is striving to create for it’s students. There will be a

heightened ethical awareness throughout the College of Business, because our honor system, (1)

will create an environment where peers will look to each other and find support for the honor

system, (2) will use clear and ethical language in all facets of communication, and (3) will make

it clear that unethical actions can severely damage the reputation of the students, and the value of

their degrees.30 By integrating the core values and honors code throughout all of the outlets

discussed above, students will be constantly engaged with the honor code system.

The main goal of creating this ethical culture is to hopefully move students from

operating in the pre-conventional stage, to the conventional or even post-conventional stage by

the time they graduate.31 Instead of behaving ethically in order to receive small rewards, the hope

is that they will act ethically because it is simply the right thing to do, and is ingrained in the

culture of the College of Business. We believe that by aggressively implementing all of the

things mentioned previously, this is a very realistic goal that can be achieved in the next five

years.

One of the most important factors to focus on is creating a normative paradigm

throughout all majors of the College of Business at Oregon State University. It is important to

have all students studying under the same core ethical honor code in order to work towards the

same goal. Unifying the college will help create a more binding relationship between students,

faculty, and the college in general. Having a clear and unified goal, along with fair and equal

procedures, will help create a more ethical environment for all tied to not only the College of

Business, but also Oregon State University.

Conclusion

To wrap it all up, the most important factor in creating a more ethical business school at

Oregon State University is to create a normative paradigm for all students, no matter what their

major, to follow and live up to. Integrity, respect, and responsibility are the core of what the

honor code is all about. Each student needs to be made aware of this, and also of his or her role

in upholding these core values. Once the school is unified under one common, core, normative

paradigm, we can begin to come together and work towards a unified goal, instead of being torn

in different directions because of different majors. If everyone is working towards the same goal,

there is a sense of unity, and students are then able to work more ethically, and together as a

team, to reach the same core goals as everyone else. With integrity, respect, responsibility.

Appendix

Example Honors Sheet to be Signed Before Exam:

Integrity, Respect, and Responsibility are the core values for the College of Business at Oregon State University. Integrity is defined as the quality of being

honest and having strong moral principles. Respect is defined as valuing differing viewpoints, accepting others, and consistently acting in a professional demeanor. Responsibility is defined as holding yourself accountable for the decisions you

make.

By signing this, I pledge to act with these three core values at all times. I also pledge my honor that I have neither received nor given unauthorized aid on this

examination, or have witnessed others doing so without reporting it.

SIGNATURE: ________________________________

NAME: ______________________________________

STUDENT ID #: ______________________________

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Endnotes

1 http://www.nd.edu/about/history/2 http://www.businessweek.com/articles/2014-04-04/mendoza-students-really-really-love-their-school-notre-dame-best-undergrad-business-school-for-a-fifth-year3 http://business.nd.edu/programs/4 http://business.nd.edu/msb/academics/academic_policies/5 http://business.nd.edu/uploadedFiles/microsites/pdfs/mbacurrentstudents/Honor%20Code,%202013-14.pdf6 http://business.nd.edu/uploadedFiles/Faculty_and_Research/PDF_and_Documents/Management%20Mission%20Statement%207_14.pdf7 http://ethicalleadership.nd.edu/about/8 http://www.utexas.edu/about-ut/history-traditions9 http://www.businessweek.com/articles/2014-04-04/the-complete-ranking-best-undergraduate-business-schools-201410 http://www.utexas.edu/about-ut/mission-core-purpose-honor-code11 http://www.utexas.edu/about-ut/mission-core-purpose-honor-code12 http://www.mccombs.utexas.edu/BBA/Code-of-Ethics13 http://www.mccombs.utexas.edu/BBA/Code-of-Ethics14 http://www.mccombs.utexas.edu/BBA/Code-of-Ethics15 http://www.businessweek.com/articles/2014-04-04/the-complete-ranking-best-undergraduate-business-schools-201416 https://business.uoregon.edu/about17 https://business.uoregon.edu/about18 https://business.uoregon.edu/ug/policies19 http://www.businessweek.com/articles/2014-04-04/the-complete-ranking-best-undergraduate-business-schools-201420 http://ugrad.eller.arizona.edu/about/mission.asp21 http://ugrad.eller.arizona.edu/about/mission.asp22 http://ethics.eller.arizona.edu/about/23 http://ugrad.eller.arizona.edu/academics/standards/policies.asp24 http://ugrad.eller.arizona.edu/academics/standards/guides.asp25 https://universityofarizona.ethicspointvp.com/custom/uaz_air/26 Chapter Seven, Trevino 27 Chapter Seven, Trevino28 Chapter Seven, Trevino29 Chapter Five, Trevino30 Chapter Three, Trevino31 Chapter Three, Trevino